Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency

Autor/inn/en	Park, Yujeong; Kiely, Mary Theresa; Brownell, Mary T.; Benedict, Amber
Titel	Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency
Quelle	In: Learning Disabilities Research & Practice, 34 (2019) 2, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Yujeong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12193
Schlagwörter	Special Education Teachers; Knowledge Level; Teaching Methods; Reading Instruction; Reading Fluency; Learning Disabilities; Oral Reading; Grade 3; Grade 4; Grade 5; Elementary Education; Predictor Variables; Achievement Gains + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Learning handicap; Lernbehinderung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementarunterricht; Prädiktor; Achievement gain; Leistungssteigerung
Abstract	The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers' knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01